Preparing Kenyan Public Universities for Competency-Based Education: A Systematic Review of Institutional Transformation, Academic Framework Redesign, and Implementation Readiness

Abstract

The transition towards Content Based Education (CBE) represents one of the most significant reforms in Kenya’s higher education sector since the introduction of the 8-4-4 education system. As the first cohorts of learners educated under the CBE approach university entry, public universities face unprecedented pressure to redesign academic programmes, teaching and learning approaches, assessment systems, governance structures, quality assurance mechanisms, and institutional support services. While considerable research has examined CBE within basic education, limited scholarship has investigated the institutional preparedness of universities to implement competency-based higher education. This paper synthesizes existing theoretical, empirical, and policy literature to examine institutional transformation for CBE in Kenyan public universities. The review analyses five dimensions of institutional readiness: curriculum redesign, academic staff preparedness, assessment and quality assurance, digital and physical infrastructure, and governance and organizational change. Guided by institutional theory, organizational change theory, and Competency-Based Education theory, the review identifies major implementation opportunities and persistent challenges. The paper proposes an integrated conceptual framework linking institutional transformation processes with implementation readiness and educational outcomes. It concludes by identifying research gaps and offering policy recommendations for universities, the Commission for University Education, and the Ministry of Education as Kenya prepares for university-level competency-based education.